INTRINSIC MOTIVATION AND ACADEMIC PERFORMANCE AMONG TECHNICAL VOCATIONAL EDUCATION AND TRAINING (TVET) STUDENTS IN KENYA

Abstract

Background: Technical Vocational Education and Training (TVET) institutions play an important role in developing practical skills, employability, and national economic growth. Despite their significance, TVET education is often associated with negative societal perceptions, where students are considered academically less capable than university students. Such attitudes may influence students’ confidence, motivation, and academic engagement. Nevertheless, many TVET students remain committed to their studies, indicating the presence of intrinsic motivation as an internal driving force in learning.

Objective: The study aimed to examine the relationship between intrinsic motivation and academic performance among Technical Vocational Education and Training (TVET) students in Kenya. It further sought to determine the level of intrinsic motivation among students and assess the influence of socio-demographic factors on motivation and academic achievement.

Methodology: The study adopted a cross-sectional quantitative research design involving students from two faith-based TVET institutions located in Nairobi and Nakuru counties. Data were collected using the Intrinsic Motivation Inventory (IMI), which measured pleasure in learning, personal value, and competence. Descriptive and inferential statistical methods, including ANOVA and chi-square analysis, were employed in analysing the data.

Findings: The findings revealed that TVET students demonstrated a high level of intrinsic motivation despite the negative social perception attached to vocational education. Students showed strong personal value, competence, and enjoyment in learning activities. However, the study established that intrinsic motivation alone did not have a statistically significant relationship with academic performance, suggesting that academic achievement may also depend on other personal, social, and environmental factors.

Conclusion: The study concludes that intrinsic motivation is highly prevalent among TVET students and contributes significantly to their persistence and engagement in learning. Although intrinsic motivation may not independently determine academic performance, it remains an important factor in sustaining students’ commitment to education. The study recommends that educators and policymakers create supportive learning environments that strengthen students’ internal motivation and improve societal perceptions toward TVET education.